For this project, my group developed Edupocalypse, a game focused on exploring AI ethics. The strength of our project started with the concept. We envisioned a game that would engage players with key ethical dilemmas around the rise of AI in education, and the idea resonated with all of us. From the beginning, there was clear enthusiasm within the group about exploring AI ethics in an interactive way. In addition to a strong concept, our group was able to make quick progress in the early stages. Everyone had ideas and the brainstorming sessions were productive. We started to develop scenarios and all stayed on top of our work and deadlines.

While the concept was strong and the project had a clear direction, not everything went as smoothly. One of the primary challenges I encountered during the game design process was the difficulty of working with a group member who was extremely inflexible in their approach. This person had strong opinions on how the game should be designed, and their reluctance to consider alternative ideas from the other team members caused tension. The inability to properly integrate everyone’s ideas and concerns created a bottleneck in our progress at times. Instead of embracing a collaborative process where each member’s input could be equally valued, some ideas got steam rolled. 

Although I was really happy and proud of how our game turned out, if we had more time I would have loved to do more playtesting. While one group member tested it with her students, more feedback would’ve helped us refine the experience and see how well the ethical dilemmas resonated with players. Additionally, with more time and knowledge around coding we could have built out all of the scenarios we had written instead of just one. This would have felt more like a complete game.

I came into this course with very little gaming experience, but I’m leaving it with a new appreciation for games as meaningful learning tools. Gee & Gee (2017) note that people often don’t distinguish where their learning comes from, whether through games, media, books, or real-life experiences, we draw on all of it. This resonated with me, especially as I began thinking more deeply about how gaming could be used in the classroom. Understanding that students may already be learning through games, whether or not it’s intentional, shifted my perspective on how powerful game-based learning can be. I hope Edupocalypse offers a similarly meaningful experience for its players.

Through this project, I also came to understand just how complex game design really is. I previously assumed it was mainly about coming up with a fun idea, but quickly learned it involves thoughtful planning, mechanics, and player engagement. The brainstorming phase reflected Fullerton’s (2014) view of game conceptualization as an iterative, collaborative, and exploratory process. We spent a lot of time discussing how to shape our ideas into something that functioned not just as a game, but also as a meaningful way to explore ethical questions. Gee’s (2008) concept of “play as discovery” really came through in this process for both us as designers and for the players we envisioned. Working on Edupocalypse involved a lot of experimentation and trial and error as we figured out what would be most engaging and thought-provoking. Overall, this project initially scared me however I ended up building friendships with some of my group members and learning a lot about game design in the process.

References:

Fullerton, T. (2024). Game design workshop: A playcentric approach to creating innovative games (5th ed.). A K Peters/CRC Press. https://doi.org/10.1201/9781003460268

Gee, E., & Gee, J. P. (2017). Games as distributed teaching and learning systems. Teachers College Record (1970), 119(12), 1–22. https://doi.org/10.1177/016146811711901202

Gee, J. P. (2008). Cats and portals: Video games, learning, and play. American Journal of Play, 1(2), 229–245. https://eric.ed.gov/?id=EJ1068967